Design And Application Of High School Biological Science Inquiry Literacy Teaching Based On STEAM Education Concep

STEAM education is an educational concept that integrates the multidisciplinary contents of science,technology,engineering,mathematics and art,etc.It originated in the United States and has since been gradually promoted and practiced in various countries.It emphasizes interdisciplinary learning and improves students’ scientific inquiry ability by infiltrating knowledge from various disciplines,thus promoting students’ overall development.With the development of STEAM education,scholars at home and abroad have analyzed and researched it at the theoretical and practical levels,but there is less research on the practical level of STEAM education in China.To address this issue,this paper investigates the design and application of high school biology scientific inquiry literacy teaching based on STEAM concept,in order to help the development of high school biology teaching.In this paper,firstly,the current status of domestic and international research on STEAM education and scientific inquiry literacy was sorted out through literature review,and the concepts of STEAM education and scientific inquiry literacy were defined;secondly,the feasibility of integrating STEAM education in high school biology teaching was analyzed on the basis of constructivism theory,multiple intelligence theory;then,based on the five levels of scientific inquiry literacy requirements,a questionnaire on The questionnaire and analysis of the current situation of developing scientific inquiry literacy among high school students in biology were prepared,and the teachers’ application of STEAM education concept in biology teaching was investigated by using the interview method.Finally,the STEAM concept was used as a guide to analyze the knowledge points of each chapter,determine the teaching tasks,and use it as a basis for instructional design.Then the subjects of the study implementation were selected based on the analysis of the questionnaire results.Finally,teaching practice was carried out for the selected classes,during which changes in students’ classroom performance and academic achievement were recorded,and pre-tests and post-tests were made.The analysis of various data from questionnaires and interviews showed that some students were aware of the importance of subject integration and believed that the integration of STEAM education could improve learning interest and achievement,but in the actual high school biology teaching,teachers’ application of STEAM teaching mode was not very extensive,and the breadth of application still needed to be strengthened.The analysis of student achievement before and after the teaching practice showed that the integration of STEAM education concept in high school biology teaching can promote the improvement of students’ academic achievement,stimulate students’ interest in learning biology,and allow students’ scientific inquiry literacy to be developed;therefore,STEAM education concept has certain value and practical application in practical teaching work.